(c) Centre for Research in Mathematics Education, University of Nottingham 2010 1 STUDENT-LED INQUIRY How might students be encouraged to ask and follow-up their own questions? Introduction At its most fundamental, inquiry-based learning is about engaging students' curiosity in the world and the ideas that surround them. As scientists and mathematicians, they observe and pose questions about situations; if their questions are too complex, they may try to simplify or model the situation; they may then try to answer their questions by collecting and analyzing data, making representations, and by making connections with what they already know. They try to interpret their findings, check that they are accurate and sensible and then share their findings with others. This process is often missing in the school classroom. There, the teacher usually points out what must be observed, she provides the questions, demonstrates the methods to be used and checks the results. Students are merely asked to follow the instructions. In this module, teachers will be encouraged to experience what it feels like to think like a mathematician or scientist, and reflect on the role shifts that are necessary for students to share this experience in the classroom. Teachers are shown phenomena and situations and are invited to pose and pursue their own questions. This experience is then transferred to the classroom. Activities Activity A: Ask questions about phenomena ..................................................................................... 1 Activity B: Making observations from photographs .......................................................................... 4 Activity C: Observe and analyse a lesson ........................................................................................... 6 Activity D: Plan a lesson, teach it and reflect on the outcomes ......................................................... 7 Suggested further reading.................................................................................................................... 10 Acknowledgement: This material is adapted for PRIMAS from: Swan, M; Pead, D (2008). Professional development resources. Bowland Maths Key Stage 3, Bowland Trust/ Department for Children, Schools and Families. Available online in the UK at: http://www.bowlandmaths.org.uk It is used here by permission of the Bowland Trust.
o Simplifyingandrepresentingthesituation?§ Whatquestionsdidtheyformulate?§ Whatsimplificationsandrepresentationsdidtheycreate?§ Whatchoicesdidtheymakeofinformation,methodsandtools?
o Analysingandsolvingthemodelthey’vemade?§ Whichvariablesdidtheyconsider?§ Whatinformationdidtheycollect,orguess?§ Whatrelationshipsdidtheyformulate?§ Whatcalculationsdidtheymake?
o Interpretingandevaluatingtheresults?§ Whatdidtheylearnaboutthesituation?§ Weretheirresultsplausible?
o Communicatingandreflectingonthefindings?§ Howdidtheyexplaintheiranalyses?§ Whatconnectionsdidtheyseetootherproblems?
